Music in the learning area Arts and Culture and the subject Music fight for survival in rural South Africa. Neither more experienced educators nor new generalist teachers were trained to teach the four art forms of Arts and Culture. Courses for Arts and Culture as learning area at universities are scarce and the courses that do exist mostly cater for students who already have a background in music. Other courses again only cover two or three art forms and do not follow the actual school curriculum for Arts and Culture. This then leaves the educator unprepared to deal with the realities of the learning area. Many principals and educators regard Arts and Culture as a filler subject for educators who do not have enough lessons on their timetables. The lack of knowledge amongst educators, a curriculum with no logical progression and scarcity of resources have resulted in learners who are inadequately prepared for and not interested to continue with Music as subject in grade 10 to 12 which in turn leads to fewer music students at universities and fewer music educators. This thesis aimed to pinpoint some of the challenges in Music and suggest possible solutions to start a remedial process to get Music back into schools. Educators, principals and subject advisors were consulted regarding the challenges they are experiencing in music and suggestions and possible solutions were sought from literature and experts in the field of music. The finding has been that similar challenges are experienced throughout South Africa and these challenges are amplified in rural areas. The present situation where untrained educators have to teach a specialist area like music as part of Arts and Culture can only be improved with an ongoing process of intensive workshops and mentoring programmes for in-service educators by subject advisors who are qualified in music and music experts who have an in-depth knowledge of the school curriculum. It will also be advisable for the Department of Basic Education to appoint more subject advisors and also appoint them according to their specialization area/s so that they are capable of assisting educators effectively. / Thesis (DMus)--University of Pretoria, 2011. / Music / unrestricted

The purpose of the study is to develop and propose a system of industrial arts accounting and bookkeeping for the secondary schools of Fort Worth, Texas, if it is found, through the study, that the instructors of industrial arts in Fort Worth, Texas, need and desire a systematic method of keeping financial records.

No description available.

Eating disorders affect millions of people in the United States alone. This study aimed to test the effectiveness of a preventative curriculum for eating disorders called Eating Disorders: Physical, Social, and Emotional Consequences, A High School Curriculum about Anorexia, Bulimia, and Compulsive Eating (EDPSEC). Participants included an experimental group of 27 students in their ninth grade health class and a control group of 21 students. The research examined the integrity of the curriculum administration and changes in participating students' attitudes and behaviors. The outcome measures used were students' scores on the Eating Attitudes Test (EAT-26) and the Eating Survey (ES). Results indicate high treatment integrity (85%) and significant change on students' EAT-26 scores, but not students' ES scores. Students' EAT-26 and ES scores correlated highly. Although a more robust sample and wider testing of the curriculum is needed, this study indicates that a school-based preventative program can yield positive results in changing some students' attitudes toward disordered eating.

Eating disorders are a widespread problem that affects millions of people each year in the United States. Research-based prevention programs are becoming more and more important as this number rises. This study qualitatively examined the effectiveness of a prevention program called Eating Disorders: Physical, Social, and Emotional Consequences, A High School Curriculum about Anorexia, Bulimia, and Compulsive Eating (EDPSEC). Study participants included 10 female students in a ninth grade health class in a junior high school in Utah. The integrity of curriculum administration was analyzed and interviews were conducted. The aim of the interviews was to determine what students who received the curriculum felt about the program and eating disorders in general. Results indicate that while treatment integrity was considered low (45%), students still found value in the curriculum and enjoyed participating in it. While a wider sample size and concurrent quantitative data are needed to further support these findings, this student indicates that the EDPSEC program is a viable option for implementing an eating disorder prevention curriculum in the secondary school setting.

Made available in DSpace on 2016-04-27T14:31:00Z (GMT). No. of bitstreams: 1 Marcela Marcia Canonico de Tremmell.pdf: 1557892 bytes, checksum: 604ae48e86b745f20b8f2c6e868465fc (MD5) Previous issue date: 2012-10-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The theme of this research is the Secondary School that is organized by Sets of Semester-long Subjects, a curriculum developed by the State Department of Education of Paraná - SEED / PR - and introduced in 2009. The objective of this study is to evaluate this proposal for secondary school. For this reason, this project presents the following question as a research problem: the teaching model of Secondary School Grouped in "blocks" helped increase the period students stay in school, and notice their strengths and difficulties regarding this proposal. The main references that guide this research are the following authors: Kuenzer (2000), Frigotto and Ciavatta (2003), Ramos (2004), Cury (2002, 2008), Freire (1996), Arroyo (2004); Apple (2006) and Saviani (2007, 2010). As the methodological direction, the research adopted a qualitative approach, with an analysis of the school s documents. The instrument used to collect data was the structured questionnaire answered by 71 subjects: 57 students, 14 educators. In order to interpret the data, convergences and divergences indicated in the statements of the research subjects were sought, through inter-subjective dialogues and, at the same time, empirical and with required theories. The research revealed that that there was a slight decline in student dropout in secondary school grouped in "blocks" at the studied school. Moreover, it revealed that the new proposal has been contributing to improve the quality of education. However it also presented difficulties that must be overcome since the need to adapt the proposed project was confirmed / A pesquisa tem como tema o Ensino Médio Organizado por Blocos de Disciplinas Semestrais, uma proposta curricular elaborada pela Secretaria de Estado da Educação do Paraná - SEED/PR - e implantada no ano de 2009. O presente estudo tem como objetivo avaliar essa proposta para Ensino Médio; para tanto traz como problema de pesquisa o seguinte questionamento: o modelo do Ensino Médio Blocado permitiu aumentar a permanência dos alunos e saber quais são seus aspectos positivos e dificuldades encontradas nessa proposta. Da literatura especializada os autores Kuenzer (2000), Frigotto e Ciavatta (2003), Ramos (2004), Cury (2002, 2008), Freire (1996); Arroyo (2004); Apple (2006) e Saviani (2007, 2010) são as principais referências que norteiam esta pesquisa. Como encaminhamento metodológico a pesquisa adotou uma abordagem qualitativa, tendo como procedimento a análise dos documentos do Colégio. Na coleta de dados foi utilizado como instrumento o questionário estruturado, respondido por 71 sujeitos. São eles: 57 alunos, 14 educadores. Na interpretação dos dados buscaram-se as convergências e divergências apontadas nas falas dos sujeitos da pesquisa, dialogando na intersubjetividade, ao mesmo tempo com o empírico e com as teorias requeridas. A pesquisa constatou que houve uma pequena queda na desistência dos alunos no Ensino Médio Blocado do Colégio em questão, além disso, revelou que a nova proposta vem contribuindo para melhorar a qualidade da educação; entretanto apresentou também dificuldades que precisam ser superadas visto ter-se constatado a necessidade de adequação da proposta

It is widely accepted that in order for education to serve the people effectively, the school curriculum should be localised. In Namibia a high rate of failure, unemployment and a low standard of life, especially among the black section of the population, is attributed to the foreign education which the people receive. This study attempts to shed some light on the nature of school curriculum. From a comparative study of attempts of Africanisation of the school curriculum in three African countries, some universal strategies can be distilled. A short survey is given of the school curriculum in Namibia and the history of its development. Finally, on the basis of the distilled strategies, some guidelines are drawn concerning Africanisation of the school curriculum in Namibia. These guidelines could be used to make the school curriculum in Namibia more relevant / Educational Studies / M. Ed. (Comparative Education)

It is widely accepted that in order for education to serve the people effectively, the school curriculum should be localised. In Namibia a high rate of failure, unemployment and a low standard of life, especially among the black section of the population, is attributed to the foreign education which the people receive. This study attempts to shed some light on the nature of school curriculum. From a comparative study of attempts of Africanisation of the school curriculum in three African countries, some universal strategies can be distilled. A short survey is given of the school curriculum in Namibia and the history of its development. Finally, on the basis of the distilled strategies, some guidelines are drawn concerning Africanisation of the school curriculum in Namibia. These guidelines could be used to make the school curriculum in Namibia more relevant / Educational Studies / M. Ed. (Comparative Education)

Notwithstanding the possibilities offered by FET subjects in the field of Technology, the selection of these subjects is not very common which results in a shortage of skilled trade workers, impacting negatively on the country’s economic growth. The researcher was therefore interested to establish the determinants affecting Grade 9 learners’ selection of subjects in the field of Technology for the FET Phase in the Sedibeng area. By means of a literature and empirical study the aforementioned was investigated. In the literature study, which provided the foundation for the study, the rationale and value of Technology education and its infusion in the South African school curriculum were explored. This was followed by an examination of possible factors impacting on learners’ subject choice. The literature study was concluded by providing a concise outline of subject choices in the field of Technology as specified by the Department of Basic Education. The empirical study was based on a sequential explanatory mixed methods research design. The research consisted of two parts. A quantitative survey, using self developed questionnaires, was conducted in 17 schools among 10 Grade 9 Technology teachers and their learners (n=388) in two districts of the Sedibeng area. This was followed by a qualitative, phenomenological study in which three Technology subject facilitators working in the same area were interviewed. By applying a factor analysis, the quantitative research results revealed that central and peripheral factors affecting Grade 9 learners’ selection of subjects in the field of Technology for the FET Phase in the Sedibeng area could be distinguished. The central factors included the following: competent, compassionate teachers, the personal and developmental value of the subject, stimulation and the distribution of information regarding the subject. The range of subjects for the FET phase in the field of Technology offered by schools, the complexity level of subjects in the field of Technology, personal interest in a subject and future prospects offered by a subject constituted the peripheral factors. The qualitative findings were used to clarify, refine, explain and extend the quantitative results. The research participants in this part of the study indicated that much could still be done to enhance the competence and compassion of Technology teachers, that the value of Technology education should be better justified and that the availability and quality of resources in the field of Technology education deserves attention. There is thus evidence that much must still be done to make the selection of subjects in the field of Technology more attractive to learners.

Notwithstanding the possibilities offered by FET subjects in the field of Technology, the selection of these subjects is not very common which results in a shortage of skilled trade workers, impacting negatively on the country’s economic growth. The researcher was therefore interested to establish the determinants affecting Grade 9 learners’ selection of subjects in the field of Technology for the FET Phase in the Sedibeng area. By means of a literature and empirical study the aforementioned was investigated. In the literature study, which provided the foundation for the study, the rationale and value of Technology education and its infusion in the South African school curriculum were explored. This was followed by an examination of possible factors impacting on learners’ subject choice. The literature study was concluded by providing a concise outline of subject choices in the field of Technology as specified by the Department of Basic Education. The empirical study was based on a sequential explanatory mixed methods research design. The research consisted of two parts. A quantitative survey, using self developed questionnaires, was conducted in 17 schools among 10 Grade 9 Technology teachers and their learners (n=388) in two districts of the Sedibeng area. This was followed by a qualitative, phenomenological study in which three Technology subject facilitators working in the same area were interviewed. By applying a factor analysis, the quantitative research results revealed that central and peripheral factors affecting Grade 9 learners’ selection of subjects in the field of Technology for the FET Phase in the Sedibeng area could be distinguished. The central factors included the following: competent, compassionate teachers, the personal and developmental value of the subject, stimulation and the distribution of information regarding the subject. The range of subjects for the FET phase in the field of Technology offered by schools, the complexity level of subjects in the field of Technology, personal interest in a subject and future prospects offered by a subject constituted the peripheral factors. The qualitative findings were used to clarify, refine, explain and extend the quantitative results. The research participants in this part of the study indicated that much could still be done to enhance the competence and compassion of Technology teachers, that the value of Technology education should be better justified and that the availability and quality of resources in the field of Technology education deserves attention. There is thus evidence that much must still be done to make the selection of subjects in the field of Technology more attractive to learners.